1. © 2011 THE EDUCATION TRUST Raising Achievement and Closing Gaps in Michigan: What Do We Know About What It Will Take? Presentation to Flint FACT, October 4, 2011 Amber Arellano, Executive Director, The Education Trust--Midwest

2. © 2011 THE EDUCATION TRUST Our Mission The Education Trust-Midwest works for the high academic achievement of all Michigan students, pre-kindergarten through college. Our goal is to close the gaps in opportunity and achievement for all children, particularly those from low-income families or who are African American, Latino or American Indian.

3. © 2011 THE EDUCATION TRUST About the Education Trust Midwest The Education Trust-Midwest is non-partisan, independent, and research-based. The Education Trust-Midwest is a state-wide education policy, practice and advocacy organization. The Education Trust-Midwest is focused first and foremost on doing what is right for Michigan students—we are the only such voice in the state of Michigan.

4. © 2011 THE EDUCATION TRUST About the Education Trust Midwest Affiliated with national Education Trust founded in 1991. Established with generous support from the W.K. Kellogg Foundation and the Skillman Foundation. Staffed by Michiganders who are invested in working for Michigan students for the long term.

5. © 2011 THE EDUCATION TRUST How does Education Trust Midwest carry out its work? We serve as a watchdog and independent source of reliable and honest information for families, educators, journalists, policymakers and others. We conduct research and analyze local, state, and national data, then use what we learn to help build broader understanding of achievement and opportunity gaps and how to close them. We provide expertise and practical assistance, working alongside educators, parents, students, policymakers, and civic and business leaders in their efforts to transform schools and colleges into institutions that serve all students well. We participate actively in national and state policy debates, bringing lessons learned from on-the-ground work and from unflinching data analyses to build the case for policies that will help all students and schools reach high levels of achievement. For more information check out: www.edtrustmidwest.orgwww.edtrustmidwest.org

6. © 2011 THE EDUCATION TRUST What do we know about trends in student achievement? National Assessment of Educational Progress (NAEP) Long-Term Trends

7. © 2011 THE EDUCATION TRUST First, some good news. After more than a decade of fairly flat achievement and stagnant or growing gaps, we appear to be turning the corner with our younger students.

8. © 2011 THE EDUCATION TRUST Source: Record Performance with Gap Narrowing NAEP 2008 Trends in Academic Progress, NCES *Denotes previous assessment format

9. © 2011 THE EDUCATION TRUST Source: Record Performance for All Groups NAEP 2008 Trends in Academic Progress, NCES *Denotes previous assessment format

10. © 2011 THE EDUCATION TRUST Source: Record Achievement for All Groups, (but Gaps Just as Wide as in 1990) NAEP 2008 Trends in Academic Progress, NCES *Denotes previous assessment format

11. © 2011 THE EDUCATION TRUST And next time somebody tells you, “We’re spending more on education, but the results are flat,” show them the results of a decade of effort in mathematics…

12. © 2011 THE EDUCATION TRUST Source: 1996 NAEP Grade 4 Math NAEP Data Explorer, NCES

13. © 2011 THE EDUCATION TRUST Source: 2007 NAEP Grade 4 Math NAEP Data Explorer, NCES

14. © 2011 THE EDUCATION TRUST Source: More low-income students are performing at higher levels today than in 1996 NAEP Data Explorer, NCES

15. © 2011 THE EDUCATION TRUST Bottom Line: When we really focus on something, we make progress.

16. © 2011 THE EDUCATION TRUST Clearly, though, much more remains to be done in elementary and middle school Too many students still enter high school way behind.

17. © 2011 THE EDUCATION TRUST Source: 2009 NAEP Grade 4 Reading All Students, Nation NCES, NAEP Data Explorer

18. © 2011 THE EDUCATION TRUST Source: 2009 NAEP Grade 8 Math All Students, Nation NCES, NAEP Data Explorer

19. © 2011 THE EDUCATION TRUST However, NAEP performance in Michigan is less inspiring.

20. © 2011 THE EDUCATION TRUST Source: Michigan NAEP Performance Students Overall – Grade 4 Reading 2003200520072009 Average Scale Score 219218220218 Relative Rank Tied 25 th Tied 30 th Tied 34 th NCES, NAEP Data Explorer Note: Rankings are among all 50 states

21. © 2011 THE EDUCATION TRUST Source: Michigan NAEP Performance Students Overall – Grade 8 Math 2003200520072009 Average Scale Score 276277 278 Relative Rank 34 th 33 rd Tied 35 th Tied 36 th NCES, NAEP Data Explorer Note: Rankings are among all 50 states

22. © 2011 THE EDUCATION TRUST Low achievement and gaps have big consequences for our international competitiveness

23. © 2011 THE EDUCATION TRUST A few years ago, we got a wake up call when the 2000 Programme for International Assessment (PISA) results were published.

24. © 2011 THE EDUCATION TRUST Source: PISA Performance U.S.A. Ranks Near Bottom, Has Fallen Since 2000 Subject 2000 Rank (out of 26) Mathematics17 th Science13 th PISA 2006 Results, OECD Note: Rankings are for the 26 OECD countries participating in PISA in 2000, 2003, 2006, and 2009. 2003 Rank (out of 26) 22 nd Tied 17 th 2009 Rank (out of 26) 20 th 13 th

25. © 2011 THE EDUCATION TRUST Source: “Highlights from PISA 2009,” NCES, 2010 Of 34 OECD Countries, U.S.A. Ranks 25 th in Math U.S.A.

26. © 2011 THE EDUCATION TRUST And there’s been little progress in our high schools

27. © 2011 THE EDUCATION TRUST Source: Gaps as Wide as in 1990 NAEP 2008 Trends in Academic Progress, NCES *Denotes previous assessment format

28. © 2011 THE EDUCATION TRUST Source: Since 1990, African American – White Gap Has Not Narrowed NAEP 2008 Trends in Academic Progress, NCES *Denotes previous assessment format

29. © 2011 THE EDUCATION TRUST These gaps begin before children arrive at the schoolhouse door. But, rather than organizing our educational system to ameliorate this problem, we organize it to exacerbate the problem.

30. © 2011 THE EDUCATION TRUST How? By giving students who arrive with less, less in school, too.

31. © 2011 THE EDUCATION TRUST Less Money

32. © 2011 THE EDUCATION TRUST Source: National Inequities in State and Local Revenue Per Student Gap High Poverty vs. Low Poverty Districts –$773 per student High Minority vs. Low Minority Districts –$1,122 per student Education Trust analyses based on U.S. Department of Education and U.S. Census Bureau data for the 2005-06 school year.

33. © 2011 THE EDUCATION TRUST Lower Expectations

34. © 2011 THE EDUCATION TRUST A frequent theme in literature is the conflict between the individual and society. From literature you have read, select a character who struggled with society. In a well- developed essay, identify the character and explain why this character’s conflict with society is important. 10 th Grade – Writing Assignment

35. © 2011 THE EDUCATION TRUST Write a composition of at least 4 paragraphs on Martin Luther King’s most important contribution to this society. Illustrate your work with a neat cover page. Neatness counts. 10 th Grade – Writing Assignment

36. © 2011 THE EDUCATION TRUST Less Access to Rigorous Courses Aligned with the Expectations of Colleges and Employers

37. © 2011 THE EDUCATION TRUST The single biggest predictor post-high school success is the QUALITY AND INTENSITY OF THE HIGH SCHOOL CURRICULUM Cliff Adelman, The Toolbox Revisited, U.S. Department of Education

38. © 2011 THE EDUCATION TRUST © 2009 THE EDUCATION TRUST Source: Low-SES Students are Less Likely to Attend High Schools that Offer High-Level Math Courses Clifford Adelman, U.S. Department of Education, The Toolbox Revisited, 2006.

39. © 2011 THE EDUCATION TRUST © 2009 THE EDUCATION TRUST Source: They are likely to attend high schools that offer courses like these: Algebra Art Pre-Spanish Future Studies Exploring Principles of PE Teen Living Life Management Food Fundamentals Winter Activities Education Trust Analysis of High School Transcripts; 2005

40. © 2011 THE EDUCATION TRUST And Less Access to the Best Teachers

41. © 2011 THE EDUCATION TRUST Source: Core classes in high-poverty and high-minority secondary schools are more likely to be taught by out-of-field teachers The Education Trust, Core Problems: Out-of-Field Teaching Persists in Key Academic Courses and High-Poverty Schools, (2008) Note: Data are for secondary-level core academic classes (Math, Science, Social Studies, English) across United States. High-poverty ≥75% of students eligible for free/reduced price lunch. Low-poverty school ≤15% of students eligible.. High-minority ≥ 75% students non-white. Low-minority ≤ 10% students non-white. High Poverty Low Poverty High Minority Low Minority

42. © 2011 THE EDUCATION TRUST Source: Students at High-Minority Schools More Likely to Be Taught by Novice Teachers Analysis of 2003-2004 Schools and Staffing Survey data by Richard Ingersoll, University of Pennsylvania (2007) Note: Novice teachers are those with three years or fewer experience.. High-minority ≥ 75% students non-white. Low-minority ≤ 10% students non-white.

43. © 2011 THE EDUCATION TRUST Source: Tennessee: High poverty/high minority schools have fewer of the “most effective” teachers and more “least effective” teachers Tennessee Department of Education (2007). “Tennessee’s Most Effective Teachers.” http://tennessee.gov/education/nclb/doc/TeacherEffectiveness2007_03.pdf Note: High Poverty/High minority means at least 75% qualify for FRPL and at least 75% are minority.

44. © 2011 THE EDUCATION TRUST Results are devastating. Kids who come in a little behind, leave a lot behind.

45. © 2011 THE EDUCATION TRUST African American and Latino 17 Year-Olds Do Math at Same Levels As White 13 Year-Olds Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress

46. © 2011 THE EDUCATION TRUST African American and Latino 17 Year-Olds Read at Same Levels As White 13 Year-Olds Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress

47. © 2011 THE EDUCATION TRUST And this is of the students who stay in through 12 th grade.

48. © 2011 THE EDUCATION TRUST © 2008 THE EDUCATION TRUST Note: Data show the averaged freshman graduation rate, or the percentage of incoming freshmen who graduate with a high school diploma four years later. Source: National Center for Education Statistics, Common Core of Data (2008)

49. © 2011 THE EDUCATION TRUST This means that of the nearly 4 million students who entered 9 th grade in 2002-03, more than 1 million did not graduate by 2005-06 Source: Ed Trust analysis of enrollment data from the National Center for Education Statistics, Common Core of Data using the Averaged Freshman Graduation Rate (AFGR) methodology. For more information on the AFGR methodology, see National Center for Education Statistics, Users Guide to Computing High School Graduation Rates, Volume 2, August 2006.

50. © 2011 THE EDUCATION TRUST What Can We Do? An awful lot of people have decided that we can’t do much.

51. © 2011 THE EDUCATION TRUST Source: What We Hear Many Leaders Say: They’re poor Their parents don’t care They come to schools without breakfast Not enough books Not enough parental involvement N/A

52. © 2011 THE EDUCATION TRUST But if they are right, why are low- income students and students of color performing so much higher in some schools…

53. © 2011 THE EDUCATION TRUST Source: North Godwin Elementary School Grand Rapids, Michigan 436 students in grades K-4 – 11% African American – 43% Latino – 36% White 75% Low-Income Michigan Department of Education

54. © 2011 THE EDUCATION TRUST Source: High Performance Across Groups at North Godwin Michigan Department of Education

55. © 2011 THE EDUCATION TRUST Source: Exceeding Standards at North Godwin Michigan Department of Education

56. © 2011 THE EDUCATION TRUST Source: Available at Harvard Education Press (www.hepg.org) or Amazon.comwww.hepg.org

57. © 2011 THE EDUCATION TRUST Very big differences at district level, too—even in the performance of the “same” group of students.

58. © 2011 THE EDUCATION TRUST Percentage of African American Students Meeting or Exceeding Standards By District 2010 Grade 4 Reading MEAP Source: Michigan Department of Education Fall 2010 MEAP Data: http://michigan.gov/mde/0,4615,7-140-22709_31168_31530---,00.html All African American Students in Michigan Detroit Flint

59. © 2011 THE EDUCATION TRUST Percentage of African American Students Meeting or Exceeding Standards By District 2010 Grade 8 Math MEAP Source: Michigan Department of Education All African American Students in Michigan Detroit Flint

60. © 2011 THE EDUCATION TRUST © 2010 THE EDUCATION TRUST Percentage of Latino Students Meeting or Exceeding Standards By District 2010 Grade 4 Reading MEAP Source: Michigan Department of Education All Latino Students in Michigan Godwin Heights

61. © 2011 THE EDUCATION TRUST Percentage of Latino Students Meeting or Exceeding Standards By District 2010 Grade 8 Math MEAP Source: Michigan Department of Education All Latino Students in Michigan Godwin Heights

62. © 2011 THE EDUCATION TRUST Source: Average Scale Scores by District: Low-Income Students NAEP Data Explorer, NCES (Proficient Scale Score = 238) Detroit

63. © 2011 THE EDUCATION TRUST Source: Average Scale Scores by District: Low-Income Students NAEP Data Explorer, NCES (Proficient Scale Score = 299) Detroit

64. © 2011 THE EDUCATION TRUST Very big differences within a district as well. Let’s take a look at performance at some Flint schools.

65. © 2011 THE EDUCATION TRUST Percentage of Students in Flint Meeting or Exceeding Standards By School 2010 Grade 4 Reading MEAP Source: Michigan Department of Education Fall 2010 MEAP Data: http://michigan.gov/mde/0,4615,7-140-22709_31168_31530---,00.html

66. © 2011 THE EDUCATION TRUST Percentage of Students in Flint Meeting or Exceeding Standards By School 2010 Grade 4 Math MEAP Source: Michigan Department of Education Fall 2010 MEAP Data: http://michigan.gov/mde/0,4615,7-140-22709_31168_31530---,00.html

67. © 2011 THE EDUCATION TRUST Bottom Line: At every level of education, what we do matters a lot!

68. © 2011 THE EDUCATION TRUST What Do We Know About How To Accelerate Success? What do the high performers do?

69. © 2011 THE EDUCATION TRUST #1. They focus on what they can do, rather than what they can’t.

70. © 2011 THE EDUCATION TRUST The leaders in high-performing high poverty schools and districts don’t do that. They focus on what they can do, not on what they can’t.

71. © 2011 THE EDUCATION TRUST “ Some of our children live in pretty dire circumstances. But we can’t dwell on that, because we can’t change it. So when we come here, we have to dwell on that which is going to move our kids.” Barbara Adderly, Principal, M. Hall Stanton Elementary, Philadelphia

72. © 2011 THE EDUCATION TRUST #2. They don’t leave anything about teaching and learning to chance.

73. © 2011 THE EDUCATION TRUST An awful lot of our teachers—even brand new ones—are left to figure out on their own what to teach and what constitutes “good enough” work.

74. © 2011 THE EDUCATION TRUST “No,” say the education leaders. “They’re supposed to teach to standards!” But when is the last time you looked at a standard?

75. © 2011 THE EDUCATION TRUST Sample History Standard “Students understand how science, technology and economic activity have developed, changed and affected societies throughout history.”

76. © 2011 THE EDUCATION TRUST What does this do? Leaves teachers entirely on their own to figure out what to teach, what order to teach it in, HOW to teach it…and to what level.

77. © 2011 THE EDUCATION TRUST Students can do no better than the assignments they are given...

78. © 2011 THE EDUCATION TRUST Low-income and minority students are also less likely to have access to high-quality assignments. Using the same textbook, School A in California offered high-level assignments; School B did not. School A 1,467 students enrolled in 2005 82% White 6% Asian 4% Latino 2% Black 2% Low-Income School B 2,001 students enrolled in 2005 45% White 4% Asian 48% Latino 1% Black 27% Low-Income Source: Education Trust – West analysis of two high schools

79. © 2011 THE EDUCATION TRUST School A: High-Level College-Prep Assignment Describe the fundamental problems in the economy that helped cause the Great Depression. Consider agriculture, consumer spending and debt, distribution of wealth, the stock market. Describe how people struggled to survive during the Depression. How did Hoover’s belief in “rugged individualism” shape his policies during the Depression? Source: Education Trust – West analysis of two high schools in unnamed California districts

80. © 2011 THE EDUCATION TRUST School B: Low-Level College-Prep Assignment Role play (“Meet the Press”) and interview key people of the era. Draw a political cartoon highlighting a major event of the time. Share excerpts from noted literary authors-- Lewis, Fitzgerald, Hemingway, Hughes. Listen to jazz artists of the 1920s. Construct a collage depicting new inventions. Source: Education Trust – West analysis of two high schools in unnamed California districts

81. © 2011 THE EDUCATION TRUST High Performing Schools and Districts Have clear and specific goals for what students should learn in every grade, including the order in which they should learn it Provide teachers with common curriculum, assignments Have regular vehicle to assure common marking standards Assess students every 4-8 weeks to measure progress Act immediately on the results of those assessments

82. © 2011 THE EDUCATION TRUST In other words, they strive for consistency in everything they do. And they bring that consistency to school discipline, as well.

83. © 2011 THE EDUCATION TRUST #3. They set their goals high.

84. © 2011 THE EDUCATION TRUST Even when they start with high drop out rates, high impact high schools focus on preparing all kids for college and careers Education Trust 2005 study, “Gaining Traction, Gaining Ground.”

85. © 2011 THE EDUCATION TRUST We’re not going to close the achievement gap if we continue to think about our work only as “bringing the bottom up.”

86. © 2011 THE EDUCATION TRUST We also have to bring the middle- and higher-achievers up. And we’re not doing so well on that front right now.

87. © 2011 THE EDUCATION TRUST © 2008 THE EDUCATION TRUST African American and Latino students are not making gains at the advanced level at the same rate as white students Source: NAEP Data Explorer, NCES

88. © 2011 THE EDUCATION TRUST © 2010 THE EDUCATION TRUST Lower income students are not making gains at the advanced level at the same rate as higher income students Source: NAEP Data Explorer, NCES

89. © 2011 THE EDUCATION TRUST #4. Higher performing secondary schools put all kids—not just some—in a demanding high school core curriculum.

90. © 2011 THE EDUCATION TRUST Single biggest predictor post-high school success is QUALITY AND INTENSITY OF HIGH SCHOOL CURRICULUM Cliff Adelman, Answers in the Tool Box, U.S. Department of Education.

91. © 2011 THE EDUCATION TRUST College prep curriculum has benefits far beyond college.

92. © 2011 THE EDUCATION TRUST Students of all sorts do learn more...

93. © 2011 THE EDUCATION TRUST Source: USDOE, NCES, Vocational Education in the United States: Toward the Year 2000, in Issue Brief: Students Who Prepare for College and Vocation *Grade 8-grade 12 test score gains based on 8th grade achievement. Low Quartile Students Gain More From College Prep Courses*

94. © 2011 THE EDUCATION TRUST They also fail less often...

95. © 2011 THE EDUCATION TRUST Challenging Curriculum Results in Lower Failure Rates, Even for Lowest Achievers Source: SREB, “Middle Grades to High School: Mending a Weak Link”. Unpublished Draft, 2002. Ninth-grade English performance, by high/low level course, and eighth-grade reading achievement quartiles

96. © 2011 THE EDUCATION TRUST And they’ll be better prepared for the workplace.

97. © 2011 THE EDUCATION TRUST Leading states, districts making college prep the default curriculum. Texas, Indiana, Arkansas, Michigan, Oklahoma, Kentucky, Kansas.

98. © 2011 THE EDUCATION TRUST #5. Principals are hugely important, ever present, but NOT the only leaders in the school

99. © 2011 THE EDUCATION TRUST High performing schools… Teachers regularly observe other teachers; Teachers have time to plan and work collaboratively; New teachers get generous and careful support and acculturation; Teachers are empowered to and take on many other leadership tasks at the school

100. © 2011 THE EDUCATION TRUST #6. Good schools know how much teachers matter, and they act on that knowledge.

101. © 2011 THE EDUCATION TRUST Cumulative Teacher Effects On Students’ Math Scores in Dallas (Grades 3-5) Source: Heather Jordan, Robert Mendro, and Dash Weerasinghe, The Effects of Teachers on Longitudinal Student Achievement, 1997. Beginning Grade 3 Percentile Rank= 55 Beginning Grade 3 Percentile Rank= 57

102. © 2011 THE EDUCATION TRUST Students Assigned to Effective Teachers Dramatically Outperformed Students Assigned to Ineffective Teachers Source: William L. Sanders and June C. Rivers, Cumulative and Residual Effects of Teachers on Future Students Academic Achievement, University of Tennessee Value-Added Research and Assessment Center, 1996.

103. © 2011 THE EDUCATION TRUST A 2008 study found that individual teachers have a significant impact on student graduation rates, prompting researchers to conclude that “increasing the ability of urban schools to recruit and retain high-quality teachers has the potential to reduce student dropout rates significantly.” Source: Gordon R., T. J. Kane, and D.O. Staiger. “Identifying Effective Teachers Using Performance on the Job.” Washington, D.C.: The Brookings Institution, April, 2006.

104. © 2011 THE EDUCATION TRUST So, there are VERY BIG differences among our teachers.

105. © 2011 THE EDUCATION TRUST BUT… For years, we have pretended that there aren’t, as if teachers don’t matter.

106. © 2011 THE EDUCATION TRUST The Widget Effect “ When it comes to measuring instructional performance, current policies and systems overlook significant differences between teachers. There is little or no differentiation of excellent teaching from good, good from fair, or fair from poor. This is the Widget Effect: a tendency to treat all teachers as roughly interchangeable, even when their teaching is quite variable. Consequently, teachers are not developed as professionals with individual strengths and capabilities, and poor performance is rarely identified or addressed.” The New Teacher Project, 2009

107. © 2011 THE EDUCATION TRUST Source:

108. © 2011 THE EDUCATION TRUST Source:

109. © 2011 THE EDUCATION TRUST So, we paper over the differences among our teachers AND…we continue to assign our weakest to the kids who need the strongest.

110. © 2011 THE EDUCATION TRUST Math Classes at High-Poverty and High- Minority Schools More Likely to be Taught by Out of Field* Teachers Note: High Poverty school-75% or more of the students are eligible for free/reduced price lunch. Low-poverty school -15% or fewer of the students are eligible for free/reduced price lunch. High minority school-75% or more of the students are Black, Hispanic, American Indian or Alaskan Native, Asian or Pacific Islander. Low-minority school -10% or fewer of the students are non-White students. *Teachers with neither certification nor major. Data for secondary-level core academic classes (Math, Science, Social Studies, English) across USA. Source: Analysis of 2003-2004 Schools and Staffing Survey data by Richard Ingersoll, University of Pennsylvania 2007.

111. © 2011 THE EDUCATION TRUST Low-Achieving Students are More Likely to be Assigned to Ineffective Teachers than Effective Teachers Source: Sitha Babu and Robert Mendro, Teacher Accountability: HLM-Based Teacher Effectiveness Indices in the Investigation of Teacher Effects on Student Achievement in a State Assessment Program, AERA Annual Meeting, 2003.

112. © 2011 THE EDUCATION TRUST High performing schools and districts… Work hard to attract and hold good teachers Make sure that their best are assigned to the students who most need them Chase out teachers who are not “good enough” for their kids.

113. © 2011 THE EDUCATION TRUST All in all, not a very long list. Mostly just common sense.

114. © 2011 THE EDUCATION TRUST Unfortunately, too few kids get access to schools like these. Not because they couldn’t learn…but because we have not had the will.

115. © 2011 THE EDUCATION TRUST The most important agenda for all of us? Turning that around.

116. © 2011 THE EDUCATION TRUST Ed Trust Midwest’s Work So Far Making sure that every Michigan child has an effective teacher. Under new tenure reforms, new teachers will receive more support in their formative years Evaluations will become fair, consistent and provide teachers with valuable feedback Teachers or administrators who earn three, consecutive ineffective ratings on their annual performance evaluations will be dismissed

117. © 2011 THE EDUCATION TRUST Big Opportunities for Michigan New Governor’s Council on Educator Effectiveness will convene in late October and will come up with: Ways to ensure that parents and the public have honest and reliable information about the performance of their schools Common definitions of teaching effectiveness Council is expected to report its findings to the Legislature in late April 2012

118. © 2011 THE EDUCATION TRUST Proposed Accreditation/Accountability System An accountability system gives us a way to gauge the performance of all schools in the state—Michigan is revising its system so this is hugely important. The current proposal doesn’t provide schools with accountability if they are in the top 80%. Schools in the bottom 20% do not receive any goals or assistance to get better.

119. © 2011 THE EDUCATION TRUST Washington, D.C. Ann Arbor, MI 202/293-1217 734/619-8008 This Fall… Leave Nothing to Chance Join us in Washington D.C. November 3-5, 2011 for The Education Trust National Conference on Closing the Gap Download this presentation and learn more about the conference! www.edtrust.org Oakland, CA 510/465-6444